Chapter 10: MI

Chapter 10 discussed ways to asses students with multiple intelligences. Research has shows in recent years that authentic methods of testing has proven to be a better way to gauge student's understanding as opposed to multiple choice and tests of the like. The best way arguably to assess a student is by observation. " Observing students solving problems or fashioning products in real-life contexts provide the best picture of student competencies in the range of subjects taught in school" (MI page 89). Documentation comes next as important components of assessing a students problem solving methods. There a several projects that have been put into place to create models of assessment that work with the philosophy of MI theory. Among them are Project Spectrum which consists of "rich and engaging activities forming an integral part of the spectrum curriculum"(MI page 92), and Key Learning Community in which an educator uses videotape in their assessment. As students work with MI projects documenting their learning can be done effectively by using MI portfolios. MI theory suggests expanding to include materials from each of the eight intelligences. The following quote sums up MI theory assessment very well: "Ultimately, MI theory provides an assessment framework within which students can have their rich and complex lives acknowledged, celebrated, and nurtured" (MI page 101).

Chapter 5: UbD DI

Chapter 5 discussed how learning can be measured with assessment. Assessing students tells the teacher what the student learned, how they can adjust their curriculum to be effective to students of multiple learning styles, among other things. They are equally important in determining things for teachers as they are for students. There are three key principles that should guide classroom assessment: photo albums versus snapshots, match the measures with goals, and form follows function. An important part of the chapter I believed was in principle 1: consider photo albums versus snapshots. It talked a lot about how one test does not say a lot about what was really learned. “In other words, reliable assessment demands multiple sources of evidence” (UbD page 60). The article went on to say that giving a single test is less likely to provide a full picture of what a student learned as opposed to diverse sources of evidence is. It is okay to give a standardized test because of what the results do show, the real problem being when using the results of one test to make “high-stakes decisions”. Effective assessments do not only measure students but help them in becoming evaluators of their own learning.

Chapter 4 MI

Research shows that “children benefit from instructional approaches that help them reflect on their own learn processes.” When shown properly, students can discover proper techniques for problem solving. In order to help students discover which of the multiple intelligences they find their strongest, teaching the MI model in all eight intelligences is how a teacher should explain the model. There are many different way children of different intelligences can find which is their strongest. Taking field trips, reading biographies, experiential activities are just a few examples. Having students learn in each of the eight intelligences is a strategic way to help them discover which one works for them.

Chapter 3 MI

Finding the strongest intelligence a student has is very important for a teacher. The best way to asses the students strongest intelligences are simply by observation. Watching how they act towards others, how they spend their free time in school, and even how they misbehave are ways to find the intelligence. Discussing with other teachers what the students strengths and weaknesses are in other classes is a beneficial way a teacher can find out as well. Introducing multiple intelligences to students would be a great way to find out from the student themselves the best way they know how to learn. After all, they know how they learn best.

Chapter 4 UbD DI

The beginning of chapter 4 discusses teaching for understanding which means “to provide the sort of intellectual diet that yields thoughtful, capable, confident learners-and citizens.” The idea behind this is that we are not just teachers of academic students, we are teachers of human beings. There are nine skills that define the type of teacher that helps all learners, the thought being that the more professional a teacher is in all of the areas, the more successful students are likely to be as learners. I liked the quote, “It is not helpful to struggling students to do less of what they do not grasp. Nor is it helpful to advanced students to do more of what they already understood before they began the task.” I feel that is not always the belief for some teachers. Making sure the student understands what is being taught is the key to this chapter. A teacher needs to be clear about understandings of a unit in order for the student to learn. The chapter ended with discussing how a teacher can expand their teaching strategies. When a teacher uses different teaching strategies, tasks become more engaging.

Chapter 3 UbD DI

Chapter 3 of Ubd discussed what content is necessary to teach to influence to most learning. Legistations have passed at an attempt to solve content overload and to focus teaching and learning. However, it seems that these standards are just adding more to what a teacher needs to cover. The chapter also discusses the backward learning model which also focuses learning. “The deliberate use of the backward design for planning courses, units, and individual lessons results in more clearly defined goals, more appropriate assessments, and more purposeful teaching.” The thought behind this model is that with the results in mind, more appropriate activities can be created.

Chapter 2: MI

Chapter 2 began with an inventory on figuring out which intelligence the reader is dominant. There are many tests that show individuals intelligences which prove how difficult it is to accurately determine someone’s intelligences. There are ways to become stronger in other intelligence which is important for teachers to learn to do. It is important because every student is different and has different needs and ways to be effectively taught. Teachers can do things such as calling on a colleague’s expertise, or asking a student who may be more efficient in certain intelligences. Also using technology is a beneficial way to use tools to tap into other intelligences. Genetics, personal life experiences, and cultural background all have an influence on the development of the intelligences. “MI theory is a model that values nurture as much as, and probably more than, nature in accounting for the development on intelligences.” There are ways that intelligences can be activated and deactivated. They are two types of experiences called crystallizing experiences and paralyzing experiences. A crystallizing experience is a moment that sparks the start of an intelligence to mature. An example in the book was of a boy going to an orchestra performance and after wanting to play the violin. In opposition to that, a paralyzing experience is one where the experience is shut down, sometimes due to shame, guilt, fear or anger resulting from a bad exposure with a certain intelligence.

Chapter 1: MI

The basis of the first chapter in this book was primarily geared toward describing the eight intelligences as compliment of Howard Gardner. It was interesting to see that there are people who are very strong in one intelligence but have low levels of others. These people are called savants. Some intelligences like musical can be developed early in life and last until late in one’s life, while others like mathematical don’t develop as fast and stop developing generally by the age of 40. The development of certain intelligences is also based on the times. The example was used where about a hundred years ago emphasis was put on the naturalist intelligence when the majority of people lived rurally and relied on hunting, harvesting. Today a large percentage of the population becomes informed through computers and other forms of technology, where a strong spatial intelligence is developed.

Chapter 2: UbD DI

This chapter discussed a lot about how student’s issues and personalities affect the teacher’s lesson plans. That no matter how organized and thought out the plan is, it is always subject to change. It is the hope of the teacher to be able to alter their methods to help the student get a deeper understanding of the material. Responsive teaching was a focus of the chapter in which the aspects of how a particular student learns best was the focus. Working in small groups helps students learn better and targets different levels of learning to specific students. Also, a main focus which I found important was being able to have the ability to teach in multiple ways. This is the only way that one can effectively teach all the students in the classroom. Understanding one’s students is the only way a teacher can adjust their curriculum to fit the needs of every individual.

Chapter 1:UbD DI

Chapter 1 gave me a good idea of what DI and Ubd are and their impacts. “In tandem, UbD and DI provide structures, tools, and guidance for developing curriculum and instruction based on our current best understandings of teaching and learning.” It is up to the teacher, however to use these strategies in creating an effective learning environment for students of all learning styles. Involving students by giving them personal examples of how they can relate to the subject matter is an effective way to increase understanding and enthusiasm for the topic at hand. A well constructed test will give the teacher an idea on how effective they are at teaching the various learning styles. It is important to make necessary changes to increase understanding. Also, technology is an important aspect of today’s classroom and student growth. Group projects involving computers and other forms of technology will help to “collaboratively design, share, and critique units of study.”